Académique Documents
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Spring 2017
Collaboration and Topic Selection:
When I began my practicum in January, I approached Mrs. Nesmith about working with
her to prepare some lessons on Digital Citizenship. She discussed with the topics that had been
covered during the fall semester, and she expressed concern that students were not showing in
protecting their information online. Many of the usernames and passwords used by our
elementary students are ones that are based upon students birthdays and their lunch numbers.
Mrs. Nesmith told me of a situation regarding a student sharing his lunch number with a friend
so that the other student could login a computer. A few weeks later, the boys teacher found out
that the other students had fraudulently been charging items to the boys lunch account and had
been using his lunch number to do so.
We decided that it would be beneficial for the students to review the concept of Digital
Security which falls under the umbrella of Digital Citizenship. Mrs. Nesmith shared that her
previous instruction on Digital Security had taken place during November and December, and
even then she had observed many students not taking the topic seriously. After our meeting, I
went to work planning activities that would show the students the importance of protecting their
identities while on the Internet. When looking at our schedules, we determined that it would be
best to prepare lessons and activities for the fourth grade students so that I could pop in from
time to time since my classroom is down the hallway from our Computer Lab.
Title of Unit Digital Security Grade Level Fourth Grade
Curriculum Area Digital Citizenship Time Frame 4 Days (1 Day/Wk for 1 month)
Developed By Anna M. Saxon and JoLynn Nesmith
General Audience
The primary audience consists of twenty-seven fourth grade students in Mrs. Jan Crosss Fourth
Grade Class at Sallie Zetterower Elementary School in Statesboro, Georgia, for the 2016-2017
school year. The students range in age from nine to eleven years old. These students attend
Computer Lab (as a part of their CAMPS rotations) on Tuesdays each week.
Problem Identification
Technology has had an undeniable influence on the education system over the last few decades.
The elementary experience looks very different than it did just ten years ago with the current
wide availability of desktop and laptop computers as well as wireless internet access for teachers
and students. Because technology is so much more accessible to students than it has been in
years past, it is more important than ever before for students to learn how to be safe and protect
themselves while on the internet. Even with internet filters and lessons on internet safety,
students may still encounter inappropriate content or be contacted by strangers. To reinforce the
concept of Digital Security, students will review ways to protect their identity and digital
footprint while exploring the internet.
Instructional Goals:
Students will define Digital Security and identify how it is different from Digital
Citizenship.
Students will describe ways they can protect their information on the internet.
Students will explain ways they can play a role in protecting their peers information.
Students will model what to do if they feel their information has been compromised.
Learner Analysis
Introduction
The demographics of the twenty-seven fourth grade students participating in the Digital Security
Unit at Sallie Zetterower Elementary in Statesboro, Georgia, are as follows: 44% male and 56%
female; 44% Black/Non-Hispanic, 41% White/Non-Hispanic, 8% Bi-Racial, 4% Hispanic, and
4% Pacific Islander. The demographic information for this learner analysis is for the 2016-2017
students in Mrs. Jan Crosss Fourth Grade class and was obtained by referencing the Infinite
Campus Student Information System.
Prior Knowledge
My primary qualification to serve as SME is the nine years of experience I have had as a
classroom teacher, two of which were teaching Reading and English Language Arts to Fourth
Grade students. As previously stated, I am working in collaboration with Mrs. JoLynn Nesmith
to create this unit. She is in her second year serving as the para-professional leading instruction
in the Computer Lab.
Instructional Objectives
Terminal Objective 1: After completing this unit, the learner will design and create a poster to
share information on Digital Security.
Enabling Objectives:
1A. To identify consequences of comprising personal information
1B. To provide examples of personal information that should not be shared
1C. To create a poster to share Digital Security Tips with ones peers
Instructional
ISTE* Standards for Students
Objectives
1 ISTE Standard 5. Students understand human, cultural, and societal issues
1A related to technology and practice legal and ethical behavior.
1B a. Advocate and practice safe, legal, and responsible use of information and
1C technology
Development of Assessments
Objective 1: After completing this unit, the learner will design and create a poster to share
information on Digital Security.
1A. To identify consequences of comprising personal information
1B. To provide examples of personal information that should not be shared
1C. To create a poster to share Digital Security Tips with ones peers
UDL Principles: The learners will be able to participate in the class discussion to a level of their
choosing. The learners may access online resources at their leisure from the list of provided
resources. This provides for multiple means of engagement.
Objective 1: After completing this unit, the learner will design and create a poster to share
information on Digital Security.
1A. To identify consequences of comprising personal information
1B. To provide examples of personal information that should not be shared
1C. To create a poster to share Digital Security Tips with ones peers
Objective 1: After completing this unit, the learner will design and create a poster to share
information on Digital Security.
1A. To identify consequences of comprising personal information
1B. To provide examples of personal information that should not be shared
1C. To create a poster to share Digital Security Tips with ones peers
UDL Principles: The learners will be begin brainstorming ideas for their Digital Security
poster. As they plan, they may revisit any of the previously covered resources on the website as
well as those accessible on the Digital Security Pinterest Board. This represents Multiple Means
of Engagement.
Objective 1: After completing this unit, the learner will design and create a poster to share
information on Digital Security.
1A. To identify consequences of comprising personal information
1B. To provide examples of personal information that should not be shared
1C. To create a poster to share Digital Security Tips with ones peers
UDL Principles: The learners will create a poster (to be hung in the hallway) detailing ways to
practice Digital Security. Students are free to decide which Digital Security Tip to share on their
poster as well as how the poster will be designed. This represents Multiple Means of Action and
Expression.
Assessment Examples
Objective 1 Assessment
Checklist
Did the student created a
poster representing a Yes No
Digital Security Tip?
Poster created?
*Because of the nature of the Computer Lab class, there are no numerical grades taken on
assignments completed during this course.